Text Types and Purposes · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 (within Content Standard 2.4.2.CS.1)

By the end of the lesson, learners can:

Identify sensory language (sight, sound, smell, taste, touch) in a sample short story and label each example with the sense it appeals to.
Explain the structure of a linear narrative: introductory paragraph with central idea, body paragraphs with topic sentences, and a concluding paragraph.
Use sensory details and figurative devices (simile, metaphor, personification, imagery) to describe a setting, character, or experience from their own lives.
Compose a complete short story of two to three paragraphs that follows a linear plot (beginning, rising action, climax, falling action, conclusion) and uses at least five sensory details.
Link ideas and paragraphs using linear cohesive devices such as first, then, further, and finally.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Text Types and Purposes (4.2)
Content standard: 2.4.2.CS.1 - Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. 2.4.2.LO.1 Apply a procedural method to create texts that are descriptive, imaginative, persuasive and argumentative. 2.4.2.LO.2 Create minutes,Reports,Articles of local and international newspapers on assigned topics ,adhering to the appropriate formatting guidelines.
Indicator: 2.4.2.LI.1 - Write short stories, using sensory language (imagery) to convey a vivid picture of experiences, events, setting, and/or characters.
Suggested placement: Semester 2, Week 10 (Week 30 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.147: the code 2.4.2.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 2.4.2.CS.1
Curriculum reference: NaCCA curriculum document, p. 147

Exemplars (from the NaCCA curriculum)

Talk for Learning (TfL):
- Learners, collaborating with one another in mixed ability groups, examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure of a linear narrative essay: i. Introductory paragraph containing:
- Central Idea (for the essay)
- Supporting sentences (to serve as topic sentences in the body paragraphs). ii. Body paragraphs (containing main ideas-topic sentences), iii. Concluding paragraph
- Learners apply various useful strategies to compose their concluding paragraphs.
Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, ...
Critical Thinking Skills:
- Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and problem-solving skills as they analyse their topics and systematically organise their ideas to develop the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
- Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration to bring out the style of a narrative piece.
- Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. besides, in addition, moreover, again, furthermore, etc.
- Communication skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills.
Individual Work:
- Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until etc.), suitable background information and a conclusion
- Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs.
Learners appreciate the value of respect for one another in their groups.
Teaching and Learning Resources:
- Sample essay
- Passages from books
- Journals
- Sample texts from social media
- Story map etc.
Assessment (2.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.